EPSYNET@UHUPVM1.BITNET (Psychnet Newsletter and Bulletin Board) (03/12/88)
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! * * * P S Y C H N E T N E W S L E T T E R * * * (tm) !
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! Volume 3, Number 8, February 27, 1988 Circulation 808 !
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! From the Ed. Psych. Dept., University of Houston, Texas 77004 !
! Robert C. Morecock, Editor !
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Today's Topics:
1. Eastern Conference on the Teaching of Psychology
-- Jim Couch
2. Illinois Interdisciplinary Conference on Decision Making
-- Peter Hadawy
3. Evolution and Human Behavior Annual Meeting
-- Bill Bailey
4. Three Positions Announced at Central Washington University
5. Psychnet Feature: Another Mailing List of Interest to Readers
-- Aidsnews
6. Files Arriving at Psychnet Since the Last Issue
7. How to Retrieve Psychnet Files
(For discussion of above or other topics on Psychnet, send your
comments to userid Epsynet at node Uhupvm1 on Bitnet.)
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EASTERN CONFERENCE ON THE
TEACHING OF PSYCHOLOGY
Announcement
The Department of Psychology at James Madison University
announces the FIRST ANNUAL EASTERN CONFERENCE ON THE TEACHING OF
PSYCHOLOGY. The goal of the conference is to provide a forum for
faculty members who are teaching UNDERGRADUATE psychology courses
to gather and exchange ideas, teaching techniques, etc. Ludy
Benjamin and Barbara Sholley have been scheduled for keynote
addresses. Small concurrent sessions will be scheduled to allow
participants the opportunity to discuss specific courses,
teaching techniques, and topics such as advising, multi-media
use, etc.
The Conference will convene on the morning of OCTOBER 14, 1988
and end after lunch on OCTOBER 15. Meals will be included in the
$85.00 registration fee. Motel accommodations ($27-$36 for
single occupancy and $33-$41 for double occupancy) are near by
with shuttle bus service to and from the conference center.
PLAN NOW on meeting with your colleagues who are committed to
EXCELLENCE IN UNDERGRADUATE PSYCHOLOGY EDUCATION in Harrisonburg,
Virginia on October 14 and 15.
Requests for Programs
Have a novel way of teaching a course? Have a better way to
involve students in research or practicum experiences? Have an
innovative curriculum? Using microcomputers in your teaching?
Consider telling you colleagues about how you teach, advise,
involve students, etc. If you are interested in presenting your
ideas in a 60 minute session send a brief description of the
program by APRIL 1 along with your name, address and phone number
to:
Jim Couch and Charles Harris
Eastern Conference of the Teaching of Psychology
Department of Psychology
James Madison University
Harrisonburg, VA 22807
Presenters will receive free registration to the Teaching
Conference.
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From: haddawy@m.cs.uiuc.edu (Peter Haddawy)
Subject: Decision Making Workshop
CALL FOR PARTICIPATION
1988 ILLINOIS INTERDISCIPLINARY WORKSHOP ON DECISION MAKING
Representation and Use of Knowledge for Decision Making in Human,
Mechanized, and Ideal Agents
Sponsored by the UIUC CogSci/AI Steering Committee
Champaign-Urbana, Illinois
June 15-17, 1988
PURPOSE
The 1988 Illinois Interdisciplinary Workshop on Decision Making is
intended to bring together researchers working on the problem of
decision making from the fields of Artificial Intelligence,
Philosophy, Psychology, Statistics, and Operations Research. Since
each area has traditionally stressed different facets of the problem,
researchers in each of the above fields should benefit from an
understanding of the issues addressed and the advances made in
the other fields. We hope to provide an atmosphere that is both
intensive and informal.
FORMAT
There will be talks by ten invited speakers from the above mentioned
areas. The current list of speakers includes: P.Cheeseman, J.Cohen,
J.Fox, W.Gale, J.Payne, R.Quinlan, T.Seidenfeld, B.Skyrms, and
C.White. The talks will be followed by prepared commentaries and open
floor discussion. Additionally, speakers will participate in small
moderated discussion groups focused intensively on their work.
TOPICS
- The representation, organization and dynamics of the knowledge
used in decision making.
- Decision making strategies.
- Decisions under constraints (limited rationality).
- Combining normative and descriptive theories.
- The use of domain knowledge to initialize beliefs and preferences.
PARTICIPATION
This workshop will consist of a limited number of active participants,
commentators, and invited speakers. To be considered for
participation, send a one page summary of your research interests and
publications no later than March 15. Indicate also if you would like
to deliver either an inter- or intra-disciplinary commentary.
Commentators will receive copies of their assigned papers three weeks
prior to the workshop. Acceptances will be mailed by April 4.
REGISTRATION
The registration fee is $50 general and $30 for students. A copy of
the proceedings is included in the registration fee and will be
distributed at the workshop. A few grants are available to cover most
or all travel, accommodation, and registration expenses. In order to
be considered for a grant, include a request with your application.
Mail all correspondence to: L. Rendell, Dept. of Computer
Science, University of Illinois, 1304 W. Springfield Ave., Urbana, IL
61801.
ORGANIZING COMMITTEE
U.Bockenholt, O.Coskunoglu, P.Haddawy, P.Maher, L.Rendell, E.Weber
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FROM: BILL BAILEY
EVOLUTIION AND HUMAN BEHAVIOR ANNUAL MEETING.
APRIL 8-10, 1988, ANN ARBOR, MICHIGAN.. ROBERT HINDE WILL BE THE
KEYNOTE SPEAKER. ALL WHO ARE USING MODERN EVOLUTIONARY THEORY TO
UNDERSTAND HUMAN BEHAVIOR ARE INVITED TO ATTEND. THE FEE FOR THOSE
WHO REGISTER BY MARCH 15TH WILL BE $20, AFTER THAT IT WILL BE $25.
TO REGISTER FOR THE MEETING, OR FOR MORE INFORMATION, PLEASE WRITE
OR CALL: JUDY MAAS, EVOLUTION AND HUMAN BEHAVIOR PROGRAM, THE
UNIVERSITY OF MICHIGAN, 1571 RACKMAN BUILDING, ANN ARBOR, MICHIGAN 48109
(313) 936-2526, (100:00 A.M. TO NOON OR 1:00-3:00 P.M.).
------------------------------------------------------------------------
From: KAY@UWAV4.ACS.WASHINGTON.EDU
Subject: job posting
CENTRAL WASHINGTON UNIVERSITY announces three position openings.
Brief descriptions are given here. Details may be obtained by
contacting John L. Silva, Chair, Department of Psychology, Central
Washington University, Ellensburg, WA 98926. Central Washington
University is located two hours east of Seattle in the eastern
foothills of the Cascade range. The University enrolls about
7,000 students, 150 of whom are Psychology majors. The Psychology
faculty of 23 offers the Bachelor of Arts and five masters-level
degrees in Psychology. Salaries are competitive and negotiable,
depending on qualifications. Application deadlines may be
extended if a qualified applicant is not available. Central
Washington University is an Affirmative Action, EOE, Title IX
institution.
1. SCHOOL PSYCHOLOGIST. Tenure track, assistant profesor, begins
September, 1988. Doctorate, with specialization in School
Psychology. Should meet Washington State licensing requirements.
Responsibilities include teaching and research in human
development, assessment, counseling, and general psychology;
supervision of practicum and thesis work. Application deadline:
April 1, 1988. Letter of application, resume, and three letters
of reference to: Dr. Eugene Johnson, Chair, Search Committee,
Department of Psychology, Central Washington University,
Ellensburg, WA 98926.
2. ORGANIZATIONAL PSYCHOLOGY. Tenure track, assistant professor,
begins September, 1988. Doctorate, with specialization in
Industrial/Organizational or Organizational Behavior. Teach
undergraduate and graduate coursework in I/O, supervise and advise
graduate students in Master of Science in Organizational Behavior
program. Application deadline: March 15, 1988. Letter of
application, resume, and three letters of reference to: Dr. James
L. Eubanks, Chair, Search Committee, Department of Psychology,
Central Washington University, Ellensburg, WA 98926.
3. CLINICAL OR COUNSELING PSYCHOLOGIST. Tenure track, assistant
professor, begins September, 1988. Doctorate in Clinical or
Counseling Psychology; preference for APA program, specialization
in marriage and family counseling, one year's clinical experience.
Should meet Washington State licensing requirements. Will teach
in human development, adjustment, general psychology, supervise
graduate practica and master,s research. Application deadline:
April 1, 1988. Letter of application, resume, and three letters
of reference to: Dr. Margaret E. Lloyd, Chair, Search Committee,
Department of Psychology, Central Washington University,
Ellensburg, WA 98926.
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PSYCHNET FEATURE: ANOTHER MAILING LIST OF POSSIBLE INTEREST TO READERS
(A Selected Item from the Arpanet Siglists)
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AIDSNEWS%RUTVM1.BITNET@CUNYVM.CUNY.EDU
The AIDSNews Forum is used for the discussion of any issue relating to
AIDS/ARC. AIDS Treatment News reports on experimental and alternative
treatments, especially those available now. It collects information from
medical journals, and from interviews with scientists, physicians and other
health practitioners, and persons with AIDS or ARC; it does not recommend
particular therapies, but seeks to increase the options available. The
ethical and public-policy issues around AIDS treatment research will also
be examined. AIDS Treatment News, Northern Lights Alternatives, and many
other publications are also distributed to this list.
A library of files is also available. Send or mail the following command
to LISTSERV@RUTVM1.BITNET for a current listing of available files:
INDEX AIDSNEWS
Bitnet users may subscribe to the list by doing:
TELL LISTSERV at RUTVM1 SUBSCRIBE AIDSNEWS Your_Full_Name
where Your_Full_Name is your real name (not your userid). From a VMS
BITNET site use the SEND/REMOTE command.
Users outside Bitnet should use the appropriate gateway to send mail to
LISTSERV@RUTVM1.BITNET. The text of the message should be the single line:
SUBSCRIBE AIDSNEWS Your_Full_Name
To protect privacy the subscriber list is kept confidential. If you have
any problems subscribing to the list send mail to the Coordinator.
Coordinator: Michael Smith <MSMITH@CS-UMASS.ARPA>
<MSMITH@UMAECS.BITNET>
------------------------------------------------------------------------
FILES ARRIVING AT PSYCHNET SINCE THE LAST ISSUE
________________________________________________________________________
FILENAME FILETYPE | (Posting Date) FILE CONTENTS
------------------------------------------------------------------------
AIDSNEWS 49 (02.27.88) AIDS Newsletter
AIDSNEWS 50 (02.27.88) AIDS Newsletter
BITNET SERVERS (02.21.88) - other fileservers on Bitnet
COMPUTER SOCV3N06 (02.22.88) Computer and Society Digest
COMPUTER SOCV3N07 (02.22.88) Computer and Society Digest
COMPUTER SOCV3N08 (02.27.88) Computer and Society Digest
DECISION MAKING (02.22.88) Illinois conference on decision making
NETMONTH 1988FEB (02.21.88) Bitnet MONTHLY news magazine
TEACHING PSYCH (02.22.88) Eastern Conference-Teaching Psych Announcement
------------------------------------------------------------------------
HOW TO REQUEST PSYCHNET FILES
Most (but not quite all) Bitnet users of Psychnet can request files
interactively from userid UH-INFO at node UHUPVM1. If your request is
valid and the links between your node and the University of Houston are
all operating, your request will be acknowledged automatically and your
file will arrive in a few seconds or minutes, depending on how busy the
system is. To make the request use the same method you use to 'chat' or
talk interactively with live users at other nodes. From a CMS node this
might look like:
TELL UH-INFO AT UHUPVM1 PSYCHNET SENDME filename filetype
from a VAX system it might look like:
SEND/REMOTE UH-INFO@UHUPVM1 PSYCHNET SENDME filename filetype
At other Bitnet sites (or if these fail for you) check with your local
computer center for the exact syntax. If you are not at a Bitnet site
(or if within Bitnet you cannot 'chat' or talk interactively with live
people at other nodes) send an electronic mail letter to userid EPSYNET
at node UHUPVM1 with your request, including a comment that your site
cannot send interactive commands. Bob Morecock will send out your
requested file, usually the same day that your letter arrives.
------------------------------------------------------------------------
** End of Psychnet Newsletter **
------------------------------------------------------------------------EPSYNET@UHUPVM1.BITNET (Psychnet Newsletter and Bulletin Board) (04/16/88)
From: <ROCKWELL@WISCPSL> Subject: SSRC interest in HIV/AIDS research This is Richard Rockwell of the Social Science Research Council, 605 Third Avenue, New York, NY 10158. (212) 661-0280. The Council has a strong interest in social/behavioral science research on the global social consequences of the HIV/AIDS pandemic. By this we mean research on demographic, humanitarian, economic, cultural, political, developmental, infrastructural, familial, ... etc. effects of the pandemic, both domestically and internationally. An example: mounting an effective prevention program in most African nations will require either large infusions of outside funds and personnel, or reallocation of funds and personnel from other programs--programs in clean water, sewage, agriculture, education, transportation, control of other epidemics and endemic diseases, etc. The effects on African societies from making this trade-off could be substantial even if no other African is ever infected, i.e., if the prevention program works perfectly. In addition, the spread of the epidemic could be aggravated precisely by the trade-offs, in that one of the cofactors in transmission of AIDS is social: poverty that forces women into prositution, lack of jobs in urban areas, homelessness, etc. One could well argue that one of the steps necessary to fight AIDS in Africa is to spur development to new levels. Lots of other examples come to mind; some of them are set out in a book that Norman Miller and I have just edited, AIDS in Africa: Social and Policy Impact, published by Edwin Mellen Press in May. But there is much more to be thought about. I would like to hear--by BITNET or by more conventional means--from people who are taking on research projects focused on such matters. At some point the Council may try to convene working groups focused on specific topics, such as the trade-off issue I posed above, as well as to try to foster collaboration among researchers around the world who are working on related problems. Would you know of people who ought to be involved in such an effort?
EPSYNET@UHUPVM1.BITNET (Psychnet Newsletter and Bulletin Board) (04/16/88)
From: "Patricia E. Noeth" <NOETH@BITNIC> Subject: Network Statistics BITNEWS...04/14/88...Network Statistics Altogether, over 700 institutions and 2,100 computers are connected to BITNET, EARN, and NetNorth. Domestically, all 50 states, DC, and Puerto Rico are now connected. Internationally, we can now communicate easily and quickly with universities, colleges, and research institutions in 29 countries on five continents: Austria, Belgium, Brazil, Canada, Chile, Denmark, France, Great Britain, Finland, Greece, Iceland, Italy, Ireland, Israel, Ivory Coast, Japan, Korea, Luxembourg, Mexico, Netherlands, Norway, Portugal, Singapore, Spain, Sweden, Switzerland, Taiwan, Turkey, and West Germany.
EPSYNET@UHUPVM1.BITNET (Psychnet Newsletter and Bulletin Board) (04/17/88)
From: <UOO@PSUVM> Jean Thompson Subject: COMPUTER PHOBIA RE: MARGE HERMAN I have been working as an operator/technician in the college of business at Penn State, for 3 years. In that time there are certain methods that I use to help the students and faculty learn how to use the programs. At times they are so grateful for my help, that they offer me their first born. (Just a joke). As far as I can see, you are teaching just fine. Here are some of my guidelines that I use: 1. Always tell them to double the time that they plan to spend in the lab doing homework. This cuts down on the time pressure to get things done. Once a person feels pressure and begins to tense up, they forget to do what they have been taught, and are more likely to make more mistakes leading to frustration. 2. Get them to laugh! Sounds funny but true. Once you get them laughing, the tension eases up, and they are more likely to relax and learn more. Second, it's easier to teach someone when they enjoy it, then they will relate good feelings to working with computers instead of saying, "I'll never be able to learn this." 3. Always talk on the level of the audience. Talking with faculty is tricky though. You don't want to sound like you're talking down to them, and you'll want to make it look easy as possible. Avoid all the extraneous explanations, just give them the "meat". Learn to add to their self-respect, and they will be more willing to listen to you. 4. Show them how to use the equipment. One of my main gripes is that the teachers never show their students how to print out their copy. As a consequence, they ALWAYS wind up jamming the printers. Not only does this cut down on the lifetime of the printer but it adds to total student frustration. A lot of people don't know that the turn knob on the side of the printer is for initially feeding the paper into the printer. Turning the knob when the printer is on puts a strain on the motor. One should use the buttons "on line", "form feed", and "line feed", only when the printer is on. 5. I always talk the students through the motions of using the keyboard. They'll never learn it if you do it for them. So many times students tell me that I teach the best because, the other operators take the keyboard, and push the buttons so fast that the student could never do that operation again. The student must do it to learn it, even if it takes more time for one teach this way. 6. The teacher must learn to have compasion for the new user. If the teacher has patience, then the student won't have any reason to pick up on tension or impatience from the teacher. I always try to instill confidence in the people that I teach, by asking the student how they are going to handle situations in the real business world. I present them with real problems to make what they learn apply to them and their future. It's not just that problem, but how they face any problem in life that will make of break them in their future jobs. 7. I try to teach the students how to relax. If I see they are getting frustrated, I ask them, "why don't you take a break, get a drink of water, whatever", and then come back and work on the problem. Everyone needs to give their eyes a rest when working long hours. That's about it. The visuals in the lab are great! What we like to use is a device called "Datashow". It hooks up directly to the monitor of the computer. It directly shows what is on your computer screen when teaching a class. This way one can take them through the steps exactly as shown on the screen. It only costs $1000, as compared to the electrhome devices, that cost a couple thousand dollars. The "Datashow", which is actually a very large LCD crystal, is made by the Kodak people. Sounds like you're doing just fine overall, hope this helps in some way. It like learning anything new. Good Luck. Jean Thompson (UOO@PSUVM)
EPSYNET@UHUPVM1.BITNET (Psychnet Newsletter and Bulletin Board) (04/19/88)
Subject: Associative learning: Call for Commentators The following is the abstract of a target article to appear in Behavioral and Brain Sciences (BBS). All BBS articles are accompanied by "open peer commentary" from across disciplines and around the world. For information about serving as a commentator on this article, send email to harnad@mind.princeton.edu or write to BBS, 20 Nassau Street, #240, Princeton NJ 08540 [tel: 609-921-7771]. Specialists in the following areas are encouraged to contribute: connectionism/PDP, neural modeling, associative modeling, classical conditioning, operant conditioning, cognitive psychology, behavioral biology, neuroethology. CLASSICAL CONDITIONING: THE NEW HEGEMONY Jaylan Sheila Turkkan Division of Behavioral Biology Department of Psychiatry and Behavioral Sciences The Johns Hopkins University School of Medicine Converging data from different disciplines are showing that the role of classical [associative] conditioning processes in the elaboration of human and animal behavior is larger than previously supposed. Older restrictive views of classically conditioned responses as merely secretory, reflexive or emotional are giving way to a broader conception that includes problem-solving and other rule-governed behavior thought to be under the exclusive province of either operant conditioning or cognitive psychology. There have also been changes in the way conditioning is conducted and evaluated. Data from a number of seemingly unrelated phenomena such as postaddictive drug relapse, the placebo effect and immune system conditioning turn out to be related to classical conditioning. Classical conditioning has also been found in simpler and simpler organisms and has recently been demonstrated in brain slices in utero. This target article will integrate the diverse areas of classical conditioning research and theory; it will also challenge teleological interpretations of classically conditioned responses and will offer some basic principles to guide experimental testing in diverse areas. Stevan Harnad harnad@mind.princeton.edu 609-921-7771
EPSYNET@UHUPVM1.BITNET (Psychnet Newsletter and Bulletin Board) (04/23/88)
Subject: Society for Philosophy and Psychology, Annual Meeting
Society for Philosophy and Psychology: 14th Annual Meeting
Thursday May 19 - Sunday May 22
University of North Carolina, Chapel Hill
Contributors will include Jerry Fodor, Ruth Millikan, Colin Beer,
Robert Stalnaker, Paul Churchland, Lynn Nadel, Michael McCloskey, James
Anderson, Alan Prince, Paul Smolensky, John Perry, William Lycan, Alvin Goldman
Paper (PS) and Symposia (SS) on:
Naturalism and Intentional Content (SS)
Animal Communication (SS)_
The Child's Conception of Mind (PS)
Cognitive Science and Mental State, Wide and Narrow (PS)
Logic and Language (PS)
Folk Psychology (PS)
Current Controversies: Categorization and Connectionism (PS)
Current Controversies: Rationality and Reflexivity (PS)
Neuroscience and Philosophy of Mind (SS)
Connectionism and Psychological Explanation (SS)
Embodied vs Disembodies Approaches to Cognition (SS)
Emotions, Cognition and Culture (SS)
Naturalistic Semantics and Naturalized Epistemology (PS)
Registration is $30 for SPP members and $40 for nonmembers. Write to
Extension and Continuing Education
CB # 3420, Abernethy Hall
UNC-Chapel Hill
Chapel Hill NC 27599-3420
Membership Information ($15 regular; $5 students):
Professor Patricia Kitcher
email: ir205%sdcc6@sdcsvax.ucsd.edu
Department of Philosophy B002
University of California - San Diego
La Jolla CA 92093EPSYNET@UHUPVM1.BITNET (Psychnet Newsletter and Bulletin Board) (04/23/88)
From: Steve Stalzer <sds@cogito.mit.edu>
Carolyn Kotlas writes (in response to Marge Hermans), "[computer workshop]
students seem to be more comfortable with 'cookbooks' [lists of keystrokes]
as though all they have to do is memorize these keystrokes and the program
will perform as expected. I worry that this will limit their use and
exploration of the features not covered in the workshop."
As the manager of a Cognitive Science computer lab, used by linguistics,
philosophy, and psychology faculty and grad students, I have had ample
opportunity to observe how novice users learn to operate the microvaxes.
Due to resource constraints we offer no training except for a fairly well
written manual, which covers basics, such as logging on, elementary UNIX
commands, mail, and starting out in Emacs. In a sense, we are giving them a
set of recipes to accomplish the most common goals. Any additional material
must be learned by the users from their peers or from reference manuals.
I have found that most novice users will not go beyond the set of commands and
keystrokes which they originally learned, preferring to rely on these
basic tools for all of their work, rather than using them as a basis to
further explore the capabilities of the system. They do, as Carolyn said,
remain novices. It is clear that in many cases the user has almost no
understanding of computers and therefore does not understand exactly how or
what a certain command is doing in terms of data, files, control, etc. It is
also clear that these types of users (often faculty) have no time or inclina-
tion to learn about the computer - they see the computer as a way of obtaining
specific results, and they focus on what they want to accomplish immediately,
not on what opportunities are open to them in the future if they were to
devote some time to mastering the beast. This type of user relys solely on
causation concepts :"if I press this key I will get a desired effect." This
works fairly well in controlled situations, but leads to a brick wall in
novel situations (such as getting into an unfamiliar mode, or creating an
unwanted modification in a buffer) and hence to unnecessary burdens on the
system manager who must provide the solutions.
I therefore conclude that cookbooks are a good way to thrust the user into
a computing environment in an immediately gratifying way, but they are only a
starting point. Minimally, the user must also have some knowledge of HOW
the system works in addition to WHAT it does. An educated novice is soon a
self-sufficient expert.
--Steve StalzerEPSYNET@UHUPVM1.BITNET (Psychnet Newsletter and Bulletin Board) (04/24/88)
Subject: monograph From: Peter Leahey <LEAHEY@FORDMURH> Dear Mr. Morecock: I am transmitting to you a paper I wrote, that is a summary of a two-hundred and sixty-five page book I wrote. This book is the result of my graduate studies at Fordham University in the Bronx, NY in the Graduate School of Religion and Religious Education. It describes the interpersonal stages of development in adulthood as they affect a person's intrapersonal development. The interpersonal and intrapersonal developmental stages are foundations for later spiritual and religious development. The history of the development of ministry in the Roman Catholic Church is described, to show the relationship between interpersonal development, intrapersonal development and a response to the inner strivings of spirituality with the external needs of the world in a religious response. A second book is nearing completion, which shows how the successful completion of the challenges of interpersonal, intrapersonal, spiritual and religious development lead to social interdependence rather than social individualism or isolation. I hope you enjoy reading this short paper and welcome any comments, criticisms that you may have. Thank you. ---Peter Leahey, Ed.M. P.S. This paper is set up in latex commands for laser printing. ---------------------------------------------------------------- (Readers: Mr. Leahey's file is available as the file LEAHEY TEXT from the Psychnet Server Machine -- Bob Morecock)
EPSYNET@UHUPVM1.BITNET (Psychnet Newsletter and Bulletin Board) (04/26/88)
From: Arnie Kahn, Psychology <FAC_ASKAHN@JMUVAX1>
Subject: Help with Suspected Plagiarism
Perhaps Psychnet Readers can help. I received a student paper which
looks like an article copied from Psychology Today or Scientific
American on bystander helping in emergencies. I would suspect it was
originally written around 1984 or later. I've checked Psychology
Today and can't find it there. Anyone out there know of a possible
source? This looks to be a piece for the lay audience, not a JPSP type
article--it's beautifully written. The title of the paper turned into
me is "Social Inhibition of Helping and Reaction to Emergencies."
A little of it is lifted out of the Latane' and Nida Psych. Bul.
article from 1981, but other parts seem to have come from elsewhere.
Please send suggestions to Arnie Kahn
FAC_ASKA@JMUVAX1.Bitnet
ThanksEPSYNET@UHUPVM1.BITNET (Psychnet Newsletter and Bulletin Board) (04/29/88)
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________________________________________________________________________
FILENAME FILETYPE | (Posting Date) FILE CONTENTS
------------------------------------------------------------------------
AIDS CONFEREN (03.23.88) Stockholm Aids Conference via computer
AIDS COUNSELG (11.04.87) AIDS Antibody Testing: Counseling Guidelines
AIDSNEWS 53 (04.21.88) AIDS Newsletter
AIDSNEWS 54 (04.21.88) AIDS Newsletter
ARPANET SIGLIST1 (04.06.88) Other Electronic mail interest groups - Part 1
ARPANET SIGLIST2 (04.06.88) Other Electronic mail interest groups - Part 2
ARPANET SIGLIST3 (04.06.88) Other Electronic mail interest groups - Part 3
ARPANET SIGLIST4 (04.06.88) Other Electronic mail interest groups - Part 4
ARPANET SIGLIST5 (04.06.88) Other Electronic mail interest groups - Part 5
ATARINET EXEC CMS users - Access Atari User Group easily
BACK ISSUES of Psychnet - How to get them
BEHAVIOR ANDBRAIN (02.22.88) Journal wants commentators-plus BBS Abstracts
BITNET SERVERS (04.17.88) - other fileservers on Bitnet
BITNET USERHELP (01.22.88) For new Bitnet Users - an introduction
BUGNET EXEC CMS users-access Bitnet Users Group easily
CALL-FOR PAPERS Psychnet wants to distribute your papers
CLASSIFI SOCIETY (12.05.87) Call for papers - Classification Society-Jun88
COMPUTER AND-PSYC Petition for new APA Division
COMPUTER APPLICAT Computer applications in counseling-bibliography
COMPUTER SOCV3N12 (04.06.88) Computer and Society Digest
COMPUTER SOCV3N13 (04.06.88) Computer and Society Digest
COMSERVE ANNOUNCE Speech and communication file server
COMSERVE NEWS23 (03.30.88) Speech and Communication Newsletter
CRTNET 130 (04.15.88) Communications Research and Theory Newsletter
CRTNET 131 (04.23.88) Communications Research and Theory Newsletter
CRTNET 132 (04.26.88) Communications Research and Theory Newsletter
CRTNET 133 (04.26.88) Communications Research and Theory Newsletter
CRTNET 134 (04.28.88) Communications Research and Theory Newsletter
DECISION MAKING (02.22.88) Illinois workshop on decision making-Jun88
EASYCOM EXEC Use Comserve easily (works inside Bitnet only)
FONETIKS 880501 (04.26.88) Phonetics Newsletter
GRADUATE STUDY (02.12.88) In Psychology-program and stipend announcements
HELP FILE on how to use Psychnet
LEAHEY TEXT (04.23.88) Book Synop: interpersonal & spiritual development
LIFESCI ANNOUNCE ( 03.15.88) Life Science Electronic Server description
LISTSERV GROUPS (06.20.87) Bitnet interest groups available via Listservs
LISTSERV INFO (04.28.87) How to use Listserv@Tcsvm (see back issues above)
LOOK EXEC CMS - tells if someone is logged on
LOOK HELPCMS Use this with the LOOK EXEC (above)
M EXEC CMS users - 'chat' easily with others
MATHEMAT PSYCH (02.06.88) Mathematical Psych Soc.-1988 Meeting Papers Call
NETMONTH 1988MAR (03.30.88) Bitnet MONTHLY news magazine
NETWEEK 8 (04.17.88) Bitnet WEEKLY newsletter
NETWORK INTRO (03.09.88) Description of Networking for Beginners
NEURAL CONFEREN (03.12.88) Neural Info Processing Systems Conference
NEURAL NETWORKS (02.13.88)Int'l Neural Network Soc.-1988 Meeting Papers Call
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VISION GROUP Announcement - Color and Vision NetworkEPSYNET@UHUPVM1.BITNET (Psychnet Newsletter and Bulletin Board) (05/03/88)
From: Stormwalker <FTNFY@ALASKA> I have been working with "impaired professionals" for the past few years. This term simply means that they have been addicted to legal or illegal substances which has impaired their ability to work. I have always known how hard it was for them to come to another professional and acknowledge that they needed help. I understood this on an intellectual level, this week I learned what it felt like on an emotional level. Three weeks ago my husband of many years was admitted for some routine surgery. He was found to have lymphoma..cancer. A large mass in his abdomen. His spleen was removed and various biopsies were performed. I was in shock. I was told over the telephone by his surgeon. The next day an oncologist was brought in as a consultant. My husband was in a two bed room. My husband,myself the oncologist sat about four feet from the other patient who had as visitors three adults and two children. I asked Dr. X "what is the prognosis?" He answered quite casually "Oh, two maybe five years at the most". I have no words to describe my feelings. I could not believe that he had told me this in such a manner. In the days that followed I was to find out that my status as a fellow professional seemed to blank out my persona as a wife and a human being. I was only asked once if I was "OK." the expectation seemed to be that because of my professional standing I was not expected to feel what every other wife would feel and if I did I was not expected to express it. I knew then on a real gut level what some of my clients had gone through. I still feel a sense of outrage towards a system that denies the humanity of those human beings working as professionals within it. I am leaving here in three weeks and will be at the Swedish Tumor Institute in Seattle. I will be known there only as "Harry's wife" and not as "Dr Young" because it is Harry's wife who is going to the Swedish Tumor Institute with him. I will then be,I hope, treated as such and be able to have some of my physical and emotional needs met. My question to you and to anyone else who reads this is ; What are we doing to each other? have we determined that professionalism is so important that we are out of touch with our own needs? When we are treating other professionals for whatever reason do we remember that they are just human beings that hurt and make mistakes like any other? Have we developed expectations of ourselves and others based upon denial? upon elitism? I am writing this in the hope that it reminds all of us that we NEED to treat fellow professionals as though they were human beings in pain like any other. Most importantly that I and all the others be allowed to behave like a human being and grieve, be hurt, be angry , that expectations of behaviors are those that could reasonably be expected of any other person. What are our expectations of each other in time of stress and pain and grief? are those expectations different? should they be? and if they are different I need to ask ..why? Finally, how can we change this? Nora
EPSYNET@UHUPVM1.BITNET (Psychnet Newsletter and Bulletin Board) (05/03/88)
Date: Mon, 2 May 88 15:44 EST From: <YARCZOWER@BRYNMAWR> Subject: Undergrad summer positions To: EPSYNET@UHUPVM1 Has Psychnet been used to list available summer positions for undergrads. When a student came to ask if I knew of anything in the Detroit area,I realized that Psychnet might be the medium to announce possible open- ings. It may be too late now but for example there are ( or were) about 15 Pew Science Fellowships available to work with a variety of people at a number of institutions.J.Andrews at Vassar is coordinating the effort to attract applicants and to publicize the openings. I should have told her about Psychnet but did not think of it until the undergrad asked about summer positions.I bet that there were undergrads at many places who would have jumped at the chance if they had known of the program. Best Matt (Hello Readers: Does anyone have or know of any good job openings??? And thanks for the idea, Matt. Bob Morecock)
EPSYNET@UHUPVM1.BITNET (Psychnet Newsletter and Bulletin Board) (05/05/88)
Date: Tue, 3 May 88 22:29 CDT From: <CJCPS@UNO> Subject: Cognition and aging network To: epsynet@uhupvm1 I am currently compiling a list of bitnet addresses of psychologists interested in the study of cognitive aging, e.g. the effects of aging on memory, reasoning, problem solving, text recall, attention, etc. If you are interested in research in this area, please give me your address and I'll send you the entire directory. Cameron Camp Dept. of Psychology University of New Orleans New Orleans, LA 70148 Bitnet address: CJCPS@UNO
EPSYNET@UHUPVM1.BITNET (Psychnet Newsletter and Bulletin Board) (05/05/88)
From: PEACEMAN, 625 N. SCOTT, NOLA 70119 <JAACS@UNO>
Understand that we can't always be catering to our feelings. It is human
to feel, angry, sad, greivious. For professionals, it would severly limit the
ability to elp others in getting over grief and such if we had to constantly
monitor our own, and our collegues feelings. If instead, of feeling bad
when this happens, you see things as if you were the professional telling
another professional that Mr. X is going to die, not realizing the other
professional was also the wife of Mr. X. You can see that this occurance
isn't from a lack of caring, but precisely the oposite. It would have also
been a form of disrespect for you as a professional if you were treated as
just a wife. There is an answer to what you seek, though.
Professionals and non-professionals should be treated equally, as
individuals with needs, hopes, and desires. Unfortunately, this would require
a revolution in human thinking. As Einstien said, "Equality in voting is one
thing, but I am not going say that a moron is equal to me" or words to that
effect. Many people don't believe the uneducated are as much of a human as
the educated, and vise versa as you pointed out. It is only when all people
treated with equal dignity, regardless of profession, wealth, or education,
that the solution you seek will be felt, heard, and/or seen.EPSYNET@UHUPVM1.BITNET (Psychnet Newsletter and Bulletin Board) (05/05/88)
From: "Steven R. Brown" <SBROWN@KENTVM> One can only express deep sympathy for Nora and her situation. Having lost someone close in recent months, I can appreciate, if only en petit, the distress she feels, compounded in her case by professionals who treat her as if all she is is another professional. "How can this be?" she asks, to which one might offer the response that it has been this way predominantly in Western civilization since the development of modern science, with its accompanying tendency to to view all studyable things from a mechanical standpoint, as if humans were like Buicks. The complaint is registered most forcefully by Julius A. Roth, "Care of the Sick: Professionalism vs Love," SCIENCE, MEDICINE & MAN, 1974, 1, 173-180, whereas the tie to modern science, going back to the debate between the Newtonians and Cartesians, is addressed by William Stephenson, "The Shame of Science," ETHICS IN SCIENCE & MEDICINE, 1978, 5, 25-38.
EPSYNET@UHUPVM1.BITNET (Psychnet Newsletter and Bulletin Board) (05/05/88)
Date: 4 May 1988, 15:15:28 CDT From: Matt Kushner C432887 at UMCVMB To: EPSYNET at UHUPVM1 Subject: Comment to Stormwalker's letter (FTNFY@ALASKA) Dear Stormwalker: The machanical way in which you were treated regarding your husbands illness is, to put it mildly, regretable. As I read your letter, I found myself wondering whether you were treated this way because you are a fellow professional (as you indicated) or whether this is more typical behvior afforded family members of professionals and nonprofessionals alike. If the latter is more true, I wonder if most physicians are equiped by training to deal sensitively with the family members of very ill patients. Thanks for bringing up this important topic. Matt Kushner C432887@UMCVMB